Saityno 2.0 panaudojimas universitete: edukacinių technologijų magistrantūros atvejis

LTAtliepdami į visuomenės poreikį ir atsivėrusias naujas technologines galimybes metais mokslininkai pradėjo diskusiją apie galimybę taikyti saityno 2.0 technologijas mokymui ir mokymuisi universitete. Šiame straipsnyje keliamas tikslas nustatyti, kokios sąlygos, kuriamos universiteto edukacinėse aplinkose, įgalina saityno 2.0 technologijų panaudojimą studijų procese. Siekiama teoriškai pagrįsti veiksnius, įgalinančius saityno 2.0 pagalba kurti efektyvias edukacines aplinkas universitete, bei nustatyti, kaip edukacinių technologijų magistrantūros atveju, saityno 2.0 technologijų pagrindu kuriamos edukacinės aplinkos įgalina studentus kurtis savo asmenines mokymosi aplinkas. Tyrimas atliktas taikant atvejo studijos strategiją, duomenys renkami panaudojant mokslinės literatūros, dokumentų analizės, strukturuoto interviu ir stebėjimo metodus. Raktažodžiai: saitynas 2.0, edukacinės aplinkos, mokymosi aplinkos, asmemeninės mokymosi aplinkos, potencialios mokymosi aplinkos, mokymasis universtete.

ENOpen source, easy accessible information is very attractive to students, thus scholars widely discuss about Web 2.0 usage in higher education. Yet, there is a lack of united holistic conception on how Web 2.0 technologies interact with university study programs’ educational environments and how students form their Web 2.0-based learning environments, from university study program educational environment. This papers aims to reveal, what university study programme educational environment factors empower Web 2.0-based students‘personal learning environment formation. Objectives were formulated: 1) to theoretically prove factors that empower Web 2.0- based educational environment creation in university; 2) to ascertain how university study programme educational environment empowers Web 2.0- based students’ personal learning environment formation in the specific study programme case. The information was gathered using several methods. In the first part a scientific literature analysis was performed to reveal Web 2.0 technology educational abilities and main factors how educational environments empower students’ Web 2.0-based personal learning environment formation. Five main factors revealed: 1) students‘ abilities (student‘s ability to use Web 2.0 technology, self-directed learning ability, material conditions), 2) teacher‘s abilities (teachers ability to use Web 2.0 technology, ability to empower students‘ learning); 3) institutional conditions („student-centred“ orientation, material conditions); 4) psychological climate (cooperation, tolerance), 5) educational environment organization (setting learning objectives, attractive curriculum, stimulating activities, information resources accessibility).In the second part of this paper, a case of educational technology study programme in The Institute of Education Studies, Kaunas University of Technology is analysed. The case describes how teachers have used Web 2.0 technologies in study process and students were using Web 2.0-based virtual environment “WindowsLive” for their learning purposes, combining this environment with several different Web 2.0 technology tools. 14 students, 3 teachers were interviewed, document analysis and actions in virtual environment analysis performed. Educational environment was analysed through five factors: students‘abilities, teacher‘s abilities, institutional conditions, psychological climate, educational environment organization. Research conclusion provides an insight, that psychological climate in educational environment play extremely important part to ensure successful students’ learning using Web 2.0. Students need to be motivated and constantly supported by teachers. In the end of the paper, conclusions, references are provided.